Why ADDIE model is not From ADDIE to Rapid … ADDIE to Rapid Prototyping − − − From ADDIE to Rapid Prototyping: Make it Faster, Cheaper, and Better BY KATSUAKISUZUKI, PH.D

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1©2007 Katsuaki Suzuki, Ph.D. All right reserved. Prepared for ADBI Workshop

From ADDIE to Rapid Prototyping: Make it Faster, Cheaper,

and Better

BY

KATSUAKI SUZUKI, PH.DProfessor and Chair

Instructional Systems ProgramGraduate School of Social and Cultural Sciences

Kumamoto University, [email protected]

http://www.gsis.kumamoto-u.ac.jp/ksuzuki/


Why ADDIE model is not popular?

Analyze

Design Develop

Implement

Evaluate

Revise

Revise Revise

Revise

Gagne, R.M., Wager, W.W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th Ed.). Wadsworth/Thomson Learning, p.21

ADDIE model: a model for Instructional Design process


Why ADDIE model is not popular?

●We have no time for ADDIE! It is time consuming, we have no time to follow each step.

●ADDIE process produces boring courseware!

●It only has empty boxes, and doesn’t tell what to do in each of the boxes in any details.

●The world has been changed: faster changing speed, but slower economy, information age, etc.

●Can we do it cheaper, faster, and better?


From ADDIE to Rapid Prototyping

● ADDIE model or Rapid Prototyping

− What is “Rapid Prototyping” and how do we do it? Two RP models

● Five(5) Factor Model for Course Design

− Input-Output-Structure-Strategies-Environment Model

● Goal-based Scenarios and Story centered Curriculum

− Architecture for effective courseware for any subject matters










What is “Rapid Prototyping”and how do we do it?

● Prototype: a working portion of the final product that can be immediately implemented with a group of learners or reviewed by experts

● Rapid prototyping: a process to produce a prototype earlier in courseware development, in order to review and fix the prototype before going into full development.

● Benefit: So, we can develop course-ware faster, cheaper, and better!

Dorsey, L.T., Goodrum, D.A., & Schwen, T.M. (1997). Rapid collaborative prototyping as an instructional development paradigm. In C.R. Dills, & A.J. Romiszowski (Eds.), Instructional development paradigms. Educational Technology Publications, 445-465 (Chapter 26).

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Cycles of the prototyping process(Goodrum & Schwen, 1997)

Create visions

Explore conceptual prototype

Pilot test working prototypes

Fully implement evolving vision

Dorsey, L.T., Goodrum, D.A., & Schwen, T.M. (1997). Rapid collaborative prototyping as an instructional development paradigm. In C.R. Dills, & A.J. Romiszowski (Eds.), Instructional development paradigms. Educational Technology Publications, 445-465 (Chapter 26).

Experiment hands-on with Mock-ups


Two Rapid Prototyping Models

Successive Approximation Model（Allen, 2006）

Short-cycle Approach: Three-stage Model(Suzuki, 1987)


Evaluate

評価評価評価評価

Implement

実施実施実施実施

Develop

開発開発開発開発Review

レビューレビューレビューレビューDesign

設計設計設計設計

Prototype

プロトタイププロトタイププロトタイププロトタイプ

Successive ApproximationModel（Allen, 2006, p. 73）

Allen, M.W. (2006) Michael Allen’s e-Learning Library: Creating Successful E-Learning : A Rapid System For Getting It Right First Time, Every Time. Pfeiffer

Background Review

レビューレビューレビューレビューDevelop

開発開発開発開発

Implement

実施実施実施実施

Evaluate

評価評価評価評価

Information

Gathering

Savvy

Start

Project

Planning

Additional

Design

Design

Proofα

version

Goldversion

βversion

Prototype

プロトタイププロトタイププロトタイププロトタイプPrototype

Design

設計設計設計設計Design Review Develop

Implement

Evaluate

Preparation Iterative Design Iterative Development

http://www.alleni.com/


Short-cycle Approach: Three-stage Model (Suzuki, 1987)

Suzuki, K.(1987). A short-cycle approach to CAI development: Three-stage authoring for practitioners. Educational Technology, 27(7)、19-24

Coursewareto test

Coursewareto practice

Coursewareto tutor

Add another set of test with Informative Feedback

Add another set of test as Information & Guidance

Make test items

Gap Analysis

Design Develop Test & Revise



Write Learning Objectives

What are the three types of courseware to build up successively?


DESIGN DEVELOP

TEST & REVISE

STAGE

1STAGE

2STAGE

3

Short-cycle Approach: Three-stage Model (Suzuki, 1987)

Courseware to practice

Coursewareto tutor

Coursewareto test

Inside out for new developmentIterative for existing materials









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13©2007 Katsuaki Suzuki, Ph.D. All right reserved. Prepared for ADBI Workshop大学院社会文化科学研究科

教授システム学専攻

Suzuki, K. & Nemoto, J. （2005, December）. Design strategies for courseware contents. A paper presented at e-Learning Forum 2005 Winter, Aoyama GakuinUniversity, Tokyo, Japan.

Courseware

Planning

Document

Courseware

Planning

Document

AndragogyAndragogy

Structuring

Sequencing

Learning

Objectives

Learning

Objectives

Information

Presentation

Information

PresentationLearning

Activities

Learning

Activities EvaluationEvaluation＋＋＋＋＋＋＋＋

Learning

Environment

Learning

Environment

Media

Support

LearnersLearners

Characteristics

Entrance(Input)

Exit(Output)

Clearly Stated

Characteristics(Types of Outcomes)

①①①①

②②②②

③③③③

④④④④

⑤⑤⑤⑤

Strategy

Structure

Environment

Five Factor Model of Instructional Design (Suzuki & Nemoto, 2005)

GAP to

be fille

d


Factor 1: Exit (Output)Learning Objectives

● Clearly stated using observable verbs

− E.g., “state” “demonstrate” “apply”

− Instead of “understand” “comprehend”

● Specify types of objectives, or characteristics of learning outcomes

− Cognitive, Affective, or Psychomotor

(Brain, Heart, or Muscle)

− Reproductive vs. Productive


Factor 2: Entrance (Input)Learner Characteristics

● Assess your Learner’s Status-quo

− If they have reached the Exit already, there is no need to teach them

− The Gap between Goal (Exit) and Entrance is what you need to teach

− Other Learner characteristics may affect how you should teach them

● Andragogy vs. Pedagogy

− Educational Methods for adult learners may be different from those for children


Factor 3: StructureStructuring and Sequencing

● Structuring

− Identify components of learning from entrance to exit

− Layout in a map so that relationships of the components are shown (e.g., A and B should be mastered before C)

● Sequencing and Leaner Control

− Suggest sequence of learning based on structure map

− Allow learners decide the order of learning by providing a menu


Factor 4: Strategy

● Information Presentation− Clear presentation of new information− Use of familiar examples− Not only telling, but also showing

● Learning Activities− Let the learners demonstrate what they understand

− Easy to difficult, basic to advance− Learn by feedback for mistakes

● Evaluation for mastery learning− Test before the learner proceed to the next

− Review if necessary and re-evaluate


Factor 5: Learning Environment

● Media

− Combination of media for effective environment

− Media Selection for efficiency

− Allow learner’s initiatives when appropriate

● Support (Scaffolding)

− Provide advices, directions, helps when requested

− Direct the learners to advices, directions, helps when necessary

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19©2007 Katsuaki Suzuki, Ph.D. All right reserved. Prepared for ADBI Workshop大学院社会文化科学研究科

教授システム学専攻

Suzuki, K. & Nemoto, J. （2005, December）. Design strategies for courseware contents. A paper presented at e-Learning Forum 2005 Winter, Aoyama GakuinUniversity, Tokyo, Japan.

Courseware

Planning

Document

Courseware

Planning

Document

AndragogyAndragogy

Structuring

Sequencing

Learning

Objectives

Learning

Objectives

Information

Presentation

Information

PresentationLearning

Activities

Learning

Activities EvaluationEvaluation＋＋＋＋＋＋＋＋

Learning

Environment

Learning

Environment

Media

Support

LearnersLearners

Characteristics

Entrance(Input)

Exit(Output)

Clearly Stated

Characteristics(Types of Outcomes)

①①①①

②②②②

③③③③

④④④④

⑤⑤⑤⑤

Strategy

Structure

Environment

Five Factor Model of Instructional Design (Suzuki & Nemoto, 2005)

GAP to

be fille

d


5 factor model revisited

● Important factors are the same no matter how you go about it.

● Order is not critical, take a good care of the 5 factors, in any order, if you would like to develop a good quality courseware.

● Make your courseware development faster, cheaper, but maintain the quality: faster, cheaper, and better!










Goal-based Scenarios (GBS)

● Proposed by Roger C. Schank

● Learning by Doing, learning by making mistakes in real-world simulations (safe environment) and think why it happened

● Great Success in corporate training in 1990’s

● Extended into Story Centered Curriculum in college settings

● Virtual World Academy at http://www.engines4ed.org/


Building Consensus : A Goal-based Scenarios example

Source: The Institute for the Learning Sciences, Northwestern University (1998). Community partnering for environmental results: a learning-by-doing approach to building public outreach skills (Scenario 1: Evans Bay) (ver.1). U.S. Environmental Protection Agency

List of possible actions for a student to select

Realistic situation from scenario

Link to Resources

Navigation buttons




Links to Ideas to solve problems, step by step

Link to Expert Videos

Navigation buttons

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Questions to ask to the Expert

Go Back to the Story


Goal(Target Skills)

Mission

Create a need for

Resources

Feedback

Motivational and realistic

Consequence of actions

Coaches

Expert’s stories

Scenario Context Scenario Structure

Information to succeed

in the mission

Cover storyScenario

Operations

Decision points with

consequence

Plenty operations

Nemoto, J., & Suzuki, K. (2004, August). GBS checklist for training application. A paper presented at

the International Symposium and Conference on Educational Media in Schools, Kansai University,

Osaka, Japan, August 3-4, 2004 (Prceedings, 75 - 82).

Role

Goal-based Scenarios Architecture: Seven Components


Story Centered Curriculum at Carnegie Mellon University West

List of possible reactions for a student to select

(links)

What the story’s character says (photo & text or video)

A button to go back to Menu 28©2007 Katsuaki Suzuki, Ph.D. All right reserved. Prepared for ADBI Workshop


Student selection leads to different reactions of the character with another set of possible reactions



List of resources for students to select & examine

(links)

Professor appears and express his opinion

(short video or text)


A simple architecture for Story Centered Curriculum

Opening Story

Selections in Scenarios

Resources available for student to examine

Review & Write Report

Courseware can be created using simple HTML: Links, texts, pictures, and videos

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Qualities of a successful learning experiences (Broadbent, 2002)

Learner’s Point of View

Engaging, Fun,

Relevant, Fast-paced

Instructor’s Point of View

Material well-received by learners, students learned what was

planned, no disruptions

Administrator's Point of View

High passing rate, 100% attendance, profitable

Instructional Developer’s Point of View

Materials flowed well, treated main issues, exercises supported the

course

Broadbent,B.(2002). ABCs of e-learning: Reaping the benefits and avoiding the pitfalls. Jossey-Bass/Pfeiffer, ASTD.32©2007 Katsuaki Suzuki, Ph.D. All right reserved. Prepared for ADBI Workshop









From ADDIE to Rapid Prototyping: Make it Faster, Cheaper,

and Better

BY

KATSUAKI SUZUKI, PH.DProfessor and Chair

Instructional Systems ProgramGraduate School of Social and Cultural Sciences

Kumamoto University, [email protected]

http://www.gsis.kumamoto-u.ac.jp/ksuzuki/

Documents

Why ADDIE model is not From ADDIE to Rapid … ADDIE to Rapid Prototyping − − − From ADDIE to Rapid Prototyping: Make it Faster, Cheaper, and Better BY KATSUAKISUZUKI, PH.D